Minutes of March 30, 2006 Meeting were approved as circulated.

Transcription

1 Regular Meeting The Faculty Senate was called to order by Ken Struckmeyer, Chair on Thursday,, in FSHN, T101 at 3:30 p.m. Forty-two (42) members were present, thirty (30) were absent with ten (10) vacancies. Seven (7) nonvoting members were present. Minutes of March 30, 2006 Meeting were approved as circulated. Announcements (Information Items) 1. Faculty Senate officers met with the Provost, Associate Executive Vice President and the Director of Undergraduate Education on April Minor Change Bulletin # 8 is in Exhibit B as follows: TO: Deans and Chairs FROM: Becky Bitter, Assistant Registrar DATE: April 6, 2006 SUBJECT: Minor Change Bulletin No. 8 M E M O R A N D U M The courses listed below reflect the minor curricular changes approved by the catalog editor since approval of the last Minor Change Bulletin. The column to the far right indicates the date each change. Prefix Course Number New Revise Drop Biol 523 Revise Advanced Fishery Management 3 Contemporary management of marine and freshwater fish and shellfish populations; commercial, recreational and subsistence fisheries; policy interface of biological systems. Biol 573 Drop Cellular and Molecular Aspects of Development 3 Prereq Biol 321, MBioS 303, or 401. Current biochemical and ultrastructural research in developmental biol. Current Proposed Effective Date Advanced Fishery Management 3 Contemporary management of marine and freshwater fish and shellfish populations; commercial, recreational and subsistence fisheries; policy interface of biological systems. Cooperative course taught by UI (Fish 510), open to WSU students. ---N/A---

2 Page 2 ExSci 370 Drop Physical Assessment 1 (0-3) May be repeated for credit; cumulative maximum 4 hours. Prereq ExSci 364. Application of common physiological/physical measurements in a variety of subjects. S, F grading. ExSci 470 Drop [M] Exercise Science Laboratory Techniques 3 (2-3) Prereq ExSci 380. Routine exercise physiology field and laboratory techniques. ExSci 480 Drop Introduction to Cardiac Rehabilitation 3 Prereq ExSci 463, 470, 476. Principles and applications of exercise testing and prescription to cardiac rehabilitation situations and populations. ExSci 491 Drop Internship 12 Prereq all required courses in Exercise Science major. Supervised practicum in agency, clinic, or business. S, F grading. FSHN 504 Revise Advanced Human Nutrition 4 Prereq graduate standing. Scientific basis of human nutrient requirements, dietary allowances and assessment techniques. Cooperative course taught by WSU, open to UI students (FCS 514). MBioS 524 Drop Cellular and Molecular Aspects of Development 3 Prereq Biol 321, MBioS 303, or 401. Same as Biol 573. Rus 105 Revise Elementary Conversation 1 May be repeated for credit; cumulative maximum 2 ---N/A N/A N/A N/A--- Advanced Human Nutrition 4 Prereq graduate standing. Scientific basis of human nutrient requirements, dietary allowances and assessment techniques. ---N/A--- Elementary Conversation 1 May be repeated for credit; cumulative maximum 2

3 Page 3 hours. Elementary-level conversation practice in small groups with a native/near-native speaker; not open to native speakers except with permission. S, F grading. Rus 205 Revise Intermediate Conversation I 1 May be repeated for credit; cumulative maximum 2 hours. Prereq Rus 203 or 204 or equivalent or c// in Rus 203 or 204. Intermediate-level conversation practice in small groups with a native/near-native speaker. Not open to native speakers except with permission. S, F grading. Rus 305 Revise Intermediate Conversation II V 1-2 May be repeated for credit; cumulative maximum 2 hours. Prereq one Rus 300- level course or c// in a Rus 200-level course. Conversation practice in small groups. Not open to native speakers except with permission. S, F grading. SpMgt 284 Drop Introductory Principles of Coaching 2 Overview of coaching responsibilities and basic understanding in the sport sciences utilized in coaching. hours. Elementary-level conversation practice in small groups with a native/near-native speaker; not open to native speakers except with permission. Cooperative course taught by WSU, open to UI students (Rus 105). S, F grading. Intermediate Conversation I 1 May be repeated for credit; cumulative maximum 2 hours. Prereq Rus 203 or 204 or equivalent or c// in Rus 203 or 204. Intermediate-level conversation practice in small groups with a native/near-native speaker. Not open to native speakers except with permission. Cooperative course taught by WSU, open to UI students (Rus 205). S, F grading. Intermediate Conversation II V 1-2 May be repeated for credit; cumulative maximum 2 hours. Prereq one Rus 300- level course or c// in a Rus 200-level course. Conversation practice in small groups. Not open to native speakers except with permission. Cooperative course taught by WSU, open to UI students (Rus 305). S, F grading. ----N/A----- *****

4 Page 4 3. Information on changes to the Major curricula change form is in Exhibit C as follows: Washington State University MAJOR CURRICULAR CHANGE FORM - - COURSE (Submit original signed form and ten copies to the Registrar s Office zip 1035.) See for this form. Required Effective Date: (effective date cannot be retroactive) New course Temporary course Drop Service Course Variable credit Repeat credit (cumulative maximum _ hours) Increase credit (former credit ) Lecture-lab ratio (former ratio ) Number (former number ) Prefix (former prefix ) Crosslisting (between WSU Cooperative listing departments) (UI prefix and number ) (Must have both departmental signatures) taught by: WSU UI jointly taught Conjoint listing (400/500) S, F grading Request to meet Writing in the Major [M] requirement (Must have All-University Writing Committee Approval) Request to meet GER in (Must have GenEd Committee Approval) Fulfills GER lab (L) requirement Professional course (Pharmacy & Vet Med only) Graduate credit (professional programs only) Other (please list request) course prefix course no. title credit lecture hrs per week lab hrs per week studio hrs per week prerequisite Description (20 words or less) Instructor: Phone number: Contact: Phone number: - Please attach rationale for your request, a detailed course outline/syllabus and explain how this impacts other units in Pullman and regional campuses. - Secure all required signatures and provide 10 copies to the Registrar s Office. Chair/date Dean/date General Education Com/date Chair Dean Graduate Studies Com/date (if crosslisted/interdisciplinary)* (if crosslisted/interdisciplinary) * All-University Writing Com/date Academic Affairs Com/date Senate/date

5 Page 5 *If the proposed change impacts or involves collaboration with other units, use the additional signature lines provided for each impacted unit and college, which may include regional campus. COURSE REQUEST INSTRUCTIONS Definitions, policies, and additional procedures can be found in the Educational Policies and Procedures Manual (available at For submission deadlines and forms, refer to Please submit changes at least 9 months before effective date. GENERAL GUIDELINES FOR ALL COURSE REQUESTS: Generally 200-, 300- and 400-level courses should have prerequisite(s). All 500-level courses must have a prerequisite. If a prerequisite is upper-division standing, graduate standing, or permission of instructor, this must be so stated. The original copy must be signed by all participating chairs and deans and impacted units. Send the signed original and ten copies to Lisa Devine, Registrar s Office, French 346, ZIP Requests are routed to the General Education Office or All-University Writing Committee (if appropriate), Catalog Subcommittee, Academic Affairs Committee and/or Graduate Studies Committee, and Faculty Senate. Upon final approval by the Senate, a copy of the form is returned to the department. Criteria for General Education Courses or Writing in the Major Courses should be sought from those departments. PROCEDURE: Submit requests for courses by checking the appropriate box(es) on the Major Change Form Courses. Give reason for the request, attaching justification for changes to existing courses. For all requests, submit a complete course outline or syllabus, as is described below. Note the following for lecture/lab/studio courses, crosslisted courses, conjoint courses, cooperative courses, or request to change course prefix or number: Lecture/Lab or Lecture/Studio Courses: Course proposals requesting a lecture/lab or lecture/studio component must be identified by filling out the lecture hrs/lab hrs/studio hrs per week and should follow guidelines for contact hours as outlined in the university catalog under Credit definitions, pg. 33). Crosslisted/Interdisciplinary Courses: Course proposals requesting crosslisting between departments must identify the course which is to be the owner of the course (i.e., the parent department), on the form, by noting that course first. For example, on the form, Anth 200/ CAC 119 would indicate that Anthropology is the parent department. Note that all department chairs and deans must sign the form. Conjoint Courses: Courses requesting an undergraduate, 400-level, and a graduate, 500-level counterpart, must follow the criteria described in the Educational Policies and Procedures Manual (available at The request must describe how the additional work required of graduate students will provide additional depth in several of the areas covered in the course, and describe how the course will provide for significant time for graduate students to interact with the instructor.

6 Page 6 Cooperative courses taught by UI: For cooperative courses taught at the University of Idaho, which are to be offered to WSU students, the review process is simplified. Submit two copies of the major change form to the catalog editor. Course title, credit hours, and description must match the UI catalog description. Refer to the Educational Policies and Procedures Manual under Cooperative Courses for further information. Changes to course numbers or prefixes: Course proposals requesting changes to course prefixes or numbers must be substantive in order to be considered for approval since these changes affect the accuracy of a student s advising, catalog, degree audit, and transfer articulation information and take time to implement. The catalog editor will ask for an implementation estimate from the appropriate offices (Registrar, Admissions, IT) which will be forwarded to your department and dean and to the Catalog Subcommittee for consideration. SYLLABUS CHECKLIST: Requests require a course outline or syllabus which must include the following: 1. Detailed statement of course objectives. 2. Schedule of course content (e.g., weeks 1-4, The Sumerians through the Egyptians ; weeks 10-15, Rap Music. ) 3. Form of instruction (lecture, studio, laboratory, recitation, seminar, interactive, synchronous or asynchronous distance-delivery, etc.) 4. Proposed textbooks and/or other media used. 5. Required assignments (include a brief description of each where appropriate) 6. Criteria for student evaluation, including relative percentages for assessment (e.g., 30% paper, 20% oral reports, 20% final exam, etc.). 7. Include Disability statement: Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center (DRC) in Administration Annex 206 (Tel ). 8. Include information on plagiarism and cheating and the penalties for this conduct. NOTE: It is the departmental responsibility to coordinate all approved course changes with the scheduling area within the Registrar s Office for inclusion in the time schedule. Announcements (Reports). 1. Remarks by the Chair. K. Struckmeyer ***** Struckmeyer thanked the committee chairs for all their hard work this past year. He stated that his term was like the half time show between the first and second half of the Pezeshki game. He stated that Chuck was concerned about Ken having a wardrobe malfunction this year. When Ken did dress like Chuck people in Olympia called him Chuck. Ken stated that when the General Education Review Committee s report is

7 Page 7 finished it will be posted on the web for senators to read. Next year a committee will be formed to look at Gen Ed reform and make recommendations. Struckmeyer thanked the officers and office staff for their help this past year and presented each one with a framed drawing by Ken. 2. Remarks by President Lane Rawlins. Rawlins announced that he was in Tri-Cites for the ground breaking ceremony for the new Biosciences Building at WSU Tri-Cites. He stated the Tri-Cites campus has great support from the whole community and there is great excitement about WSU Tri-Cites becoming a four year university. Rawlins reported that WSU is in the first year of a two year budget cycle and will finish up the budget on target. The legislature allotted 1.6% for raises this coming year and WSU will augment that money resulting in a 3% availability for salary increases. WSU made some progress this past year when comparing WSU salaries to peer schools. Rawlins stated that the legislature will not give large amounts for salaries so WSU will continue to carve raises out of budget monies. The golf course will break ground on expansion in June. The money is coming from private donations and unrestricted gifts. The rest will be made up from earnings at the golf course. Rawlins stated this coming legislative session will be the first time that there may be money available. The revenue forecast projects $900 million dollars surplus. WSU and UW are putting together a joint request for research dollars, requesting fifty million dollars with thirty million going to UW and twenty million coming to WSU. WSU will be requesting enrollment dollars and WSU and UW will be requesting money for expansion of WWAMI to Spokane. On the capital side of the budget, money will be requested for the Life building and minor capital outlay. With the minor capital outlay WSU hopes to update and repair existing buildings. Rawlins complimented the Senate on their hard work this year and especially the work on the Vancouver General Education proposal. He very much appreciated the fact the Vancouver GER faculty kept the rigor and quality in GER courses. Questions and Answers: How is the message of return on investment dollars to state constituencies going? The message is getting out and the legislature is beginning to realize that for every dollar invested in research there is a $4 to $6 return on the investment. What happened to the Library initiative? Libraries are discussing cutting journals that are needed by departments. Rawlins stated they the library is going to be renamed for Glen Terrell and then the funding raisers are going to contact students at WSU during Terrell s presidency and ask them to contribute to the Libraries. Faculty appreciate the fact that refurbishing of the older buildings is being planned. Rawlins stated that remodeling is not always possible, but WSU is working to update the older buildings. He stated the WSU campus is the envy of the state. Is science the only thing that sells with the legislature or are they told about our quality education, business and liberal arts programs? The legislature receives information about all programs but, high demand areas are receiving the most attention relative to student interest and potential jobs. At the moment WSU is not producing enough engineering and science degrees to meet workplace demands.

8 Page 8 Additions or Changes to the Agenda. Agenda Items. (Action Items) 1. Nominations and Elections to Committees Exhibit D is as follows: FROM THE COMMITTEE ON COMMITTEES The Committee on Committees submits the following names to serve on the following Senate committees with terms beginning August 15, 2005 and ending on the year indicated. Senators are encouraged to study the Committee Manual along with the vitae of the nominee, prior to the meeting of desiring to nominate additional persons from the floor MUST PROVIDE written information about the nominees for distribution before the meeting. Academic Grade Appeals Board F-2009 McNAMARA, John, Professor, Animal Science, Faculty, WSU 20+ Years. Relevant Experience and Qualifications: Active in teaching, research and advising. Former member and chair of the Faculty Status Committee. WSU Foundation Faculty Advisory Board CLA F-2009 LOVRICH, Nicholas, Professor, Political Science, Faculty, WSU 29 Years. Relevant Experience and Qualifications: Claudius O. and Mary W. Johnson Distinguished Professor of Political Science since 1998 and has served as the director of the Division of Governmental Studies and Services at Washington State University for the past 24 years, winner of Faculty Excellence, Public Service. Former Chancellor WSU Spokane. Vancouver F-2009 LATHAM, Clair, Associate Professor, Accounting, WSU Vancouver, Faculty, WSU 12 Years. Relevant Experience and Qualifications: Teaching faculty at both undergraduate and graduate level; Member, CBE Vancouver MBA and undergraduate curriculum revision efforts; Lead, CBE Vancouver program assessments. Committee Experience: Catalog Subcommittee, WSU University Senate Task Force on Academic Integrity, WSU Vancouver Faculty Organization Executive Committee, WSU Vancouver Scholarship Committee, CBE Vancouver Student Quality Committee, CBE Vancouver MBA Curriculum Development Committee. Regents Professor Nominating Committee F-2009 THORGAARD, Gary, School of Biological, Faculty, WSU 25 Years. Relevant Experience and Qualifications: participating faculty in Center for Biotechnology; founder Thorgaard Lab, member search committee for CAHNRS Dean, active in teaching and research for graduate and undergraduate levels.

9 Page 9 Sahlin Faculty Excellence Selection Committee Instruction F-2009 REGANOLD, John, Professor, Crop and Soil, Faculty, WSU 23 Years. Relevant Experience and Qualifications: Active in graduate and undergraduate teaching, Distinguished Faculty Address Speaker, 2006, ALIVE! Student Orientation Program faculty participant, CAHNRS Promotion and Tenure Committee Chair. F-2009 PITTS, Marvin, Associate Professor, Biological Systems Engineering, Faculty, WSU 23 Years. Relevant Experience and Qualifications: Active in graduate and undergraduate teaching, involved as a mentor for Washington State University/National Science Foundation Teaching Institute. Public Service F-2009 DOUGHERTY, Richard, Professor, Food Science and Human Nutrition, Faculty, WSU 20+ Years. Relevant Experience and Qualifications: Sahlin Faculty Excellence for Public Service Award Winner, An Extension Food Science Specialist who works with the community through WSU Extension, Conducts training, workshops, and conferences on food safety, HACCP, SQF, regulatory issues, low acid and acidified food processing (Better Process Control Schools), product development, and food business development. He also serves regularly as a liaison between the industry and regulatory agencies (federal, state, and local) on food safety, processing, and labeling issues. Dr. Dougherty also functions as the Food Processing Specialist for Washington Manufacturing Services, where he presently focuses on food manufacturing efficiencies and problem solving NICE, David, Professor, Political Science, Faculty, WSU 18 Years. Relevant Experience and Qualifications: Has served on a considerable number of departmental committees, including faculty recruitment committees, graduate student admissions committees, department Undergraduate Policy Committee, Chair s Advisory Committee for faculty annual reviews. Has served on the Meyer Committee, currently serving on Budge Committee. This will require a vote Research VOTE FOR ONE F-2009 NOFISINGER, John, Associate Professor, Finance, Insurance and Real Estate, Faculty, WSU 5 Years. Relevant Experience and Qualifications: Active in Research, Lang Fellowship, Nihoul Fellowship (co-winner), Co-Winner, Best International Business Research Article, International Business Institute, Finance Graduate Program, Director, Pacific Basin Finance Journal / Special Issue, Co-Editor, American Association of Individual Investors, Student Finance Club, Faculty Advisor.

10 Page 10 F-2009 OSMAN, Mohammad, Professor, Electrical Engineering and Computer Science, Faculty, WSU 17 Years. Relevant Experience and Qualifications: Active in Research, Member Program Committee: SPIE Conference on Ultrafast Phenomena in Semiconductors and Nanostructure Materials, Member program Committee IEEE University/Government/Industry Microelectronics Symposium; Member organizing committee, Symposium on Quantum Confinement: Physics and Applications, 185th Electrochemical Society meeting, San Francisco; Program co-chair, Symposium on Industry-University Interaction, Kuala-Lumpur Malaysia; NASA Group Achievement Award: Ames IPT on Devices and Nanotechnology; Outstanding Research Faculty, School of Electrical Engineering; Senior member, Institute of Electrical and Electronic Engineering: Electron Device Society; Chapter Chair: IEEE ED/AP/SP/CAS Pullman- Moscow Joint Chapter, American Physical Society: Computational Physics Division, Forum on Education, Forum on International Physics, American Solar Energy Society ***** Faculty were approved by voice vote. The ballot vote for Sahlin Excellence Award Committee for Research was won by Mohamed Osman. 2. Recommendation from Faculty Affairs for Policy for the Faculty Manual on Emeritus Faculty NEW Exhibit E is as follows: Current Emeritus statement in Faculty Manual (02/06) EMERITUS FACULTY APPOINTMENTS In the current Faculty Manual, Emeritus Faculty are defined as WSU tenured faculty that have retired from the institution. Emeriti faculty are entitled to certain privileges as defined within their College and by Benefit Services. Emeritus faculty retain their faculty title upon retirement with the single word Emeritus added to the beginning of their faculty title. The emeritus title is apparently awarded upon written request by any retiring faculty on the retirement Personnel Action Form. Proposed EMERITUS STATUS (07/01/06) Purpose: To introduce eligibility for and the privileges of the Emeritus rank. Eligibility: Emeritus Rank is granted in recognition of service to Washington State University. To be eligible, faculty must be either age sixty or older with ten or more years of service at the University or have completed twenty-five or more years of service to the University, AND have held an eligible rank at Washington State University for a period of at least five years prior to leaving the University.

11 Page 11 Upon retirement, the Chair or Director will submit the Personnel Action Form (PAF) of the eligible retiring faculty who wish to move to Emeritus Faculty rank to Human Resource Services. Notification of Granting of Emeritus Rank: A letter and certificate of recognition will be sent by the Provost to each faculty retiree named to an Emeritus Rank. Privileges of Emeritus Rank: The Emeritus rank shall entail continued campus courtesies including the options to: 1) use library and recreational facilities; 2) receive publications sent to active faculty and members of the Alumni Association; 3) participate in contract, grant, and other scholarly endeavors; 4) negotiate with academic Chairs or Directors for office space, laboratory space, and computer (retain internet and privileges) and facility access as available; 5) participate in academic convocations, commencements and other academic endeavors; and 6) request that their names be retained in the University catalog until their death. Emeritus faculty status is the last earned rank that will be accorded to eligible faculty upon their retirement. Emeritus faculty are encouraged to remain an important part of the University. Department Chairs and unit Directors are encouraged to assist Emeritus faculty in maintaining a continuing relationship with the department, school, college, and University as is feasible and mutually acceptable. The Ethics in Public Service Act (RCW 42.52) provides that state employees cannot use state resources for personal benefit or their state positions to obtain special privileges. ***** Motion carried. 3. Recommendation from Faculty Affairs for Elimination of a Program New Exhibit F is as follows: 3. Under Extraordinary Circumstances Termination of a tenured appointment or any other appointment before the end of the period of appointment may be based on financial exigency or the discontinuance of a program or department of instruction, research, or service. A financial exigency exists when the President or designee, after consultation with the principal administrative officers and with the Faculty Senate Steering Committee, Faculty Senate Budget Committee, and Faculty Affairs Committee, has determined and declared that a budgetary crisis, legislative mandate, and/or other causes constitute the exigency, and that determination has the concurrence of the Board of Regents. The President will recommend one or more groups of faculty members to review proposed

12 Page 12 terminations, and the Faculty Senate Steering Committee and Faculty Affairs Committee will approve the appointments to the committee. Criteria for judgments determining where termination of appointments may occur will be developed and distributed to the faculty. The criteria will include considerations of institutional needs and educational policy, including affirmative action, as well as faculty status and length of service. Decisions on the discontinuance of a program or department of instruction, research, or service that result in termination must be reviewed by the Faculty Senate Steering Committee and Faculty Affairs Committees or their designees and comments sent to the Provost. The criterion will be long-range institutional considerations. Before an appointment is terminated because of the discontinuance of a program of instruction, research, or service, the institution will make reasonable and fair good faith efforts to transfer the affected faculty member to a suitable position for which he or she is qualified or to create such a position. If placement in another position would be facilitated by a reasonable period of training, financial and other support for such training will be proffered. If an appointment is terminated before the end of the period of appointment because of financial exigency or because of the discontinuance of a program of instruction, the released faculty member's place will not be filled by a replacement within a period of three years, unless the released faculty member has been offered suitable reappointment and a reasonable time within which to accept or decline it. ***** It as moved and seconded to strike the words from the end of paragraph 3 as follows or to create such a position. If placement in another position would be facilitated by a reasonable period of training, financial and other support for such training will be proffered. Motion to strike was approved. Amended motion carried. 4. Recommendation from Faculty Affairs for Editing the Promotion Procedures in Section III of the Faculty Manual New Exhibit G is as follows: PROCEDURES FOR PROMOTION In consultation with the department Chair or unit head and the relevant college committees on promotion, the Academic Dean and or Chancellor (when appropriate) will decide which promotion cases are to be forwarded to the Provost. The Dean and/or Chancellor will notify the candidate of his or her decision, in writing, within ten working days of when the decision is made. Written justification will be provided if the case is not being forwarded. The total promotional packet is normally due in the Provost s Office before Thanksgiving. Final decisions are normally made by the middle of spring semester and letters notifying faculty of the decision are sent immediately thereafter. Promotion becomes effective July 1 for annual appointees and August 16 for academic-year appointments. Motion carried. *****

13 Page Recommendation from Faculty Affairs for Wording for the Faculty Manual on Phased Retirement Exhibit J from 3/30/06 agenda is as follows: WSU PHASED RETIREMENT PROGRAM Washington State University Phased Retirement Plan is a program designed to give University employees faculty and administrative professional staff participants in the WSU Retirement Plan an opportunity for pre-retirement reduction of full-time service while gradually phasing into retirement over a period of years. Phased retirement is intended to support the University's excellence. It permits the University to retain the services and contributions of senior faculty and administrative professional staff while enabling participants to continue to remain in their profession and to build additional financial security for the future. The Phased Retirement Plan provides an opportunity for individual career flexibility and forms an important part of the long-range personnel resource management of the University. The Plan also assists in diversifying the University's work force by releasing positions and funds that can contribute to renewing its personnel resources by filling vacancies with new, diverse employees. The WSU Retirement Plan Phased Retirement Plan is a voluntary and mutually agreed upon arrangement between the University and the participant. ELIGIBILITY CRITERIA FOR APPLICATION TO PARTICIPATE ARE AVAILABLE ON THE WEB SITE OF at the left side of the front page under "Retirement Information" and Phased Retirement Policy for WSU Retirement Programs. Motion carried. ***** 6. Recommendation from Research and Arts Committee for the Center for Environmental Research, Education and Outreach New Exhibit H is as follows: A Proposal to the Faculty Senate Washington State University for formation of a Center for Environmental Research, Education, and Outreach 5 April 2006 I. Introduction and Mission of the Proposed Center (CEREO) We propose the formation of a Center for Environmental Research, Education and Outreach (CEREO) referred to as Center - at Washington State University. The Center will provide an institutional structure for inter-campus, inter-college and inter- Departmental programs involving faculty performing environmental research, education, and outreach. Its main mission is to promote system-wide interdisciplinary environmental scholarship and engagement that are regional, national, and global in scope. The interdisciplinary mission comprises three principal goals:

14 Page 14 to facilitate high quality environmental research, teaching and collaboration across the WSU system, including all campuses, and all research and extension centers and learning centers throughout the state; to promote development of broad multi-investigator interdisciplinary grant proposals for environmental research and outreach; to stimulate productive relationships and coordination of both research and education with diverse stakeholder communities to share information, provide service, and promote collaboration to benefit the State of Washington. II. Nature and Scope of Center Activities History In January 2004, Dean Michael Griswold ( ) and Dean R. James Cook ( Agricultural, Human & Natural Resources) formed a committee to evaluate the potential coordination of environmental activities in their colleges, but also with a view across the WSU campus and university system. The resultant Committee for Environmental Research, Education and Outreach (CEREO) represents the vast majority of WSU colleges and programs having environmentally-related expertise: the sciences, agriculture, engineering, the social sciences, and education. The CEREO committee has generated this proposal. The central mission of the Center will be to foster interdisciplinary activities and promote WSU system-wide coordination, while existing academic units will continue to have responsibility for environmental course offerings and degree programs. For research activities, the Center will coordinate core laboratories to provide services to WSU s broad environmental community. The new Center will provide a common informational resource for new students and interested stakeholders that links them to environmental research, education, and outreach activities throughout the WSU system. Goals The committee, which has met on over twenty-five occasions since its inception two years ago, has now completed its review of background documents and its review of interviews with various university administrators and other pertinent stakeholders. It is now pleased to propose the formation of the new Center to effectively address the following objectives designed to meet its mission goals: establish an administrative structure and a designated space as a focal point to facilitate high quality environmental research and collaboration across the WSU system; promote the development of broad interdisciplinary grant proposals for environmental research and outreach through regular seminars, colloquia, workshops, and visiting scholars; promote productive relationships and coordination of both research and education with diverse stakeholder communities and to share information, provide service, and seek opportunities for collaboration using the existing outreach infrastructure of WSU plus special conferences and workshops;

15 Page 15 develop a nationally and internationally recognized environmental program involving teaching and research; and provide a common informational resource for prospective students investigating environmental programs at WSU system-wide. Environmental research and education is a wide, diverse, and amorphous field. To define the Center s scope the following specific themes consistent with WSU expertise have been identified: Ecology and Evolution of Infectious Diseases Economic Development and Environmental Quality Ecosystem Dynamics Education for Ecological Literacy and Citizenship Environmental Entrepreneurship Environmental Justice Human and Natural Systems Interactions (including Global Change) Relationship between Culture, Society and the Environment Subsurface Science Temporal Responses to the Environment (Paleo and Evolutionary) Water and Atmospheric Resources These themes encompass much of the current environmental activity within the WSU system and across the state. They serve to better coordinate and focus WSU expertise, experience and engagement on topics impacting the resources of Washington, including flora, fauna, and natural and human ecosystems and the well-being of its citizenry. Activities In order to achieve the goals of the Center, we propose the following activities: Research hold regularly scheduled colloquia of broad interest to the university-wide environmental community; hold regularly scheduled workshops where students and faculty present and discuss specific research projects and proposals to obtain feedback, guidance and promote interactions among investigators; facilitate access to facilities and laboratories by Center members, and, over time, promote the formation of new laboratories. Core laboratories have been very successful at WSU in enhancing research infrastructure and preventing duplication of effort. (Core laboratories initially identified are listed in Appendix A-2); enhance extramural funding opportunities by identifying available funding and assisting in grant preparation, and by facilitating interdisciplinary collaborations among investigators.

16 Page 16 Education/Instruction provide a focal point for coordination of environmental education across the WSU system to enhance environmental instruction while avoiding course duplication and provide a conduit for concentration of resources (a compilation of majors, minors, specializations, courses and international programs in environmental and natural resource science fields currently offered by WSU is included in Appendix A-3); provide a focal and incubation point for student interest in environmental activities at WSU; provide a common WSU system-wide informational resource for new students searching for an environmental home. Outreach provide a common informational resource for stakeholders and private and federal agencies seeking expertise, information, and collaboration on environmental issues addressed from WSU; develop conferences and workshops to engage stakeholders and address stakeholder issues; organize and sponsor yearly retreats for Center faculty and students to promote interactions and collaborations and identify new research and engagement opportunities within WSU and with the outside community (a list of faculty who responded to our committee s recent Solicitation of Interest is included in Appendix A-1). Relation to and Impact on University Environmental Programs and Existing Centers The Center (CEREO) will consist of an inter-departmental entity involving various colleges throughout the WSU system, organized to more effectively integrate, stimulate and facilitate collaborative interaction among instructors, investigators, and outreach faculty throughout the university. The Center will be organized, not as a centralized unit or department, but as a program promoting interactions among investigators in different departments and colleges. No single unit currently provides either the focal point or the necessary catalytic synergy for realizing the Center's interdisciplinary goals. Relation to existing programs: The Center complements existing programs at WSU through coordination of inter-departmental activities, as outlined in its objectives and specific activities. Faculty from WSU can become members of the Center by submitting to the Director a curriculum vitae and a short paragraph identifying research interests and how these pertain to the scope of the Center. Accepted faculty members will then be listed as Center affiliated faculty. Membership is voluntary, and individual faculty members maintain their appointments in their respective departments. Relation to existing centers dealing with environmental issues: There exist several centers/institutes at WSU dealing with environmental issues (e.g. Center for Multiphase Environmental Research and the Interdisciplinary Design Institute). The scope of the proposed Center is much broader than any of the existing centers. The Center is a truly inter-disciplinary entity that brings together science, engineering, economics, education, and social sciences. Existing centers dealing with

17 Page 17 environmental issues will be affiliated with the Center, and activities will be coordinated among these centers. The Director of the Center will meet regularly with the Directors of the other centers. Relation to University Mission, and Strategic Goals The formation of the proposed Center supports several goals of the university strategic plan (Goals 2 and 4 in particular). By stimulating excellence in environmental research, education, and outreach, the Center will help to recruit and retain outstanding faculty members, promote and facilitate interdisciplinary funding opportunities, strengthen infrastructure, and attract excellent graduate students. The Center will directly support WSU Strategic Goal 2 (nurture a world-class environment for research, scholarship, graduate education, the arts, and engagement) through the promotion of research and scholarship in environmental sciences and education. Graduate education will also benefit through a focused organization of environmental programs at WSU. The Center will bring together faculty from a variety of disciplines and will be committed to demonstrating excellence regionally, nationally, and globally consistent with Strategic Goal 4: (Develop a culture of shared commitment to quality in all of our activities). Relation to and Impact on University Environmental Instructional Programs At WSU, environmental themes are explored across disciplines in a wide range of courses at the graduate and undergraduate levels. Indeed, the environment has recently been acknowledged as one of WSU s core educational themes. However, there is currently no institutional mechanism for documenting and representing WSU s strengths and emphases on the environment either internally for students and faculty, or externally to the wider community of peers and stakeholders. In 2004, the School of Economic published an unofficial guide entitled Environmental Programs at WSU, which was an important first step toward making WSU s commitment to environmental programs and courses more visible. Based upon this successful initial effort, the Center will conduct a formal review of graduate and undergraduate courses and programs, and publish official documentation about current offerings to the WSU community and beyond. Besides making a comprehensive listing of courses and programs currently available, the center will convene representatives from diverse programs and departments for the purpose of identifying opportunities for collaborative teaching and disciplinary crossover in degree programs. The Center will act as a conduit for faculty and students in identifying diverse opportunities for teaching and learning around core environmental themes. The intent of the Center is to create a space for cross-fertilization that will strengthen existing programs, and lead to innovative collaborations that require the interdisciplinary structure of a Center for effective implementation. The Center Director will work with the Center s Internal Advisory Committee to increase coordination of environmentally-oriented academic programs. For example, they will: Coordinate and facilitate a university wide academic plan for environmentallyoriented fields of study;

18 Page 18 Coordinate and facilitate the creation of new/expanded system wide academic programs pertaining to the environment (e.g., proposed undergraduate and graduate degrees in Environmental Studies, coordination of existing PhD in Environmental and Natural Resource ); Identify areas for potential cooperation and collaboration across programs, departments, colleges and campuses; Coordinate and facilitate hires of interdisciplinary environmental faculty including cluster hires; Develop a highly visible undergraduate and graduate road map for environmental education in the Washington State University system (website, printed material including a compilation of courses and programs); Coordinate university wide interdisciplinary seminars, summer research experiences for undergraduates, symposia, and newsletters focused on environmental topics; Disseminate timely information concerning environmental activities; Serve as a clearing house for internships and other opportunities for experiential learning. III. Organization of the Center Place of the Center within the WSU Academic Community The Center will coordinate environmental research, teaching, and engagement across the WSU system. To fill this role it will be located in a central location with access to seminar and auditorium facilities. The Center Director will report administratively to the Provost through dean(s) designated by the Provost. Director and Staff The Director will be appointed by the Deans of participating Colleges after consultation with the Council of Deans and a CEREO Steering Committee. The Director will serve a renewable four -year term. Re-appointment will be subject to a comprehensive review organized by the Steering Committee (see below). The Director will have overall responsibility for management of the Center, including the system-wide mechanisms described above. The Director will be a nationally recognized figure in environmental research and education. The Director will be expected to secure funding for the new Center. Initial staff will consist of an administrative secretary. The Director will report to a designated Dean for day-to-day activities. The administrative secretary will report to the Director. An Internal Steering Committee (ISC) and an External Advisory Board (EAB) will work closely with the Director in carrying out the mission of the Center. Steering Committee and Advisory Board An Internal Steering Committee (ISC) will be established to assist the Director in the administration of the Center. The ISC will consist of the Director and a minimum of one senior faculty member from each of the Colleges involved, along with faculty associated with core laboratories. Members will serve staggered three-year terms and be appointed by the Director in consultation with the Deans and respective Department Chairs.

19 Page 19 An external advisory board (EAB) will be established consisting of members from academic institutions (e.g., UW, UI), federal and state agencies (e.g., US Department of Agriculture, US Department of Energy, Washington Department of Ecology), tribal entities, NGOs, one or more representatives from the internal steering committee, and the private sector. The EAB will ensure that the Center addresses issues relevant to stakeholders, and provide contact to important regional and national agencies, organizations and companies involved in environmental issues. The EAB will include the Center Director, a minimum of three senior faculty active in the Center, and the Vice Provost for Research at WSU. The term of office for both advisory boards will be three years. The EAB board will meet on a regular basis (at least once per year) to advise the Director and the ISC about meeting the Center s mission. Board members will be selected by the Director with approval of the Steering Committee and the Deans of participating Colleges. Colleges and Departments Involved The Center will comprise faculty from a number of system-wide Colleges including Agricultural, Human, and Natural Resource (CAHNRS), Education, Engineering and Architecture, Liberal Arts, and. The CEREO committee has set up a website ( and has officially solicited interest in affiliation with the new Center via s to WSU faculty. A list of faculty who responded to that Solicitation of Interest for the Center and their Colleges/Departments is included in Appendix A1. Here is a brief summary: College Participating Faculty Agriculture, Human, and Natural Resource 53 Education 8 Engineering and Architecture 6 Liberal Arts Veterinary Medicine 1 The primary criterion for the selection of participating faculty will be their record of environmentally oriented research projects, educational interests, and/or outreach activities and an expression of interest in contributing to the mission and evolution of the Center. Distribution of F & A funds: It is the intent of the Center to retain only a very small portion of F&A funds that are generated from proposals utilizing the Center, so nearly all these funds will remain in the departments. The Center budget will consist of a Permanent Budget Line (PBL) for the Director s salary, a PBL for his/her administrative assistant and a base operating budget. III. Implementation Plan The committee has divided its implementation plan for the Center into three phases: Phase 1: Center preparation, 1 January June 2006;

20 Page 20 Phase 2: Center startup, 1 July June 2007 under an Interim Director; Phase 3: Center begins normal operations under a new Director, 1 July Tasks completed to date include: formation of the committee that produced this proposal (CEREO) by Deans Griswold and Cook; development of its mission, goals, objectives, and themes; identification of existing facilities, laboratories, service centers and collections that will serve as resources for faculty members associated with the Center (Appendix A-2); a Solicitation of Interest distributed university-wide; a white paper on reconfiguration for the WSU Faculty Senate; and this proposal. Phase 1: 1 January June 2006 submission of CEREO proposal to Faculty Senate for approval; formation of a search committee for the permanent director after approval by Faculty Senate; preparation of a position description for the permanent Center Director; identification of temporary administrative space; expansion of the CEREO web page ( to include participating faculty, courses, degree programs, and physical resources; designate interim director and internal leadership team; refinement of implementation plan. Phase 2: 1 July June 2007 conduct national search for permanent Director; hire new Director to commence appointment in spring/summer 2007 hold first workshop for students and faculty to present and discuss research projects; funds estimated at $65,000 for this 12-month period to continue the activities listed under funding in Phase 1 and to: pay for the national search for a new Director provide moving expenses for the selected individual pay for first annual retreat pay for workshops operational funds in support of the Interim Director, half-time Director s Assistant and steering committee activities to promote development of the Center Phase 3: Director selected and commence appointment at WSU, 1 July 2007 future PBL funding in the amount of $250,000 per year to support the new Director, a full time administrative assistant, and operating activities of the Center; Director begins efforts to build an endowment for the Center; Director and Steering Committee select members for an External Advisory Board (EAB); First meeting of the External Advisory Board;

21 Page 21 Director and advisory boards begin to identify new core laboratories to complement existing facilities within the WSU system and initiate search for funding for these laboratories; Seminar series, workshops, and annual retreats continue; Coordinate with academic units contributing to the Center on new faculty hires, including Center support for start-up needs; discussion and determination of appropriate location for centralizing Center administrative facilities, faculty and new core laboratories; Director coordinates large program proposals and grants (e.g. as was done via IGERT and NSF biocomplexity); Establish new central facilities to address needs not covered by existing facilities; Acquire funding for building renovation or construction to centralize faculty and core laboratories. V. Space Requirements The CEREO committee has identified Troy Hall as an appropriate facility for centralizing activities. A pre-design study recently completed (2004) by the WSU project planning committee chaired by Craig Beaumont (WSU Project Officer) indicates that the historic exterior of the building could be preserved while also converting that facility into an example of sustainable ( green ) design. The estimate construction cost for converting Troy Hall into a mix of classroom and office space is $9.4 million. VI. Library Requirements No new library resources will be required to support the proposed Center at its onset. However, given the increase in research activity expected as result of the establishment of the Center, it is important that funding for the WSU library system keep pace with the needs of the Center s constituents and thus remain a high priority for the university. VII. Budget The budget for the Center will be divided into the three phases aligned with the Implementation phases. Phase I imposes no budget burden. Phase II will require investment of university resources at the level of approximately $65,000 for first 12 months, followed by $250,000 for Phase III, and annually thereafter.